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Spoken as a foreign language by around 24 million people worldwide, Spanish can be the second language (L2) of monolingually raised learners who acquire it in school. Ever more often it is also the third or a further language (L3) of learners who have previously studied another foreign language (for example Spanish after English in Germany) or who acquired more than one language during early childhood, as is the case with heritage speakers. This book explores the intersections between linguistics and language pedagogy related to the acquisition of L2 and L3 Spanish in various contexts worldwide. Fostering the interdisciplinary dialogue, it combines contributions by linguists and specialists in didactics, which not only examine the interface between basic linguistic and applied research but also develop proposals and materials for concrete teaching situations.

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Índice

Jonas Grünke, Christoph Gabriel, and Andrea Pešková
Introduction 

Cynthia Potvin
La enseñanza de un español auténtico: El caso de la variedad mexicana en Canadá   

Philippa Adolf
Differential object marking in the L2 Spanish of L1 German speakers: A corpus-based analysis  

Benjamin Meisnitzer and Christiane Neveling
Proceso de atenuación y partículas modales en la enseñanza del español en los países germanófonos   

Brandon Goodale, Rajiv Rao, and Erwin Lares
The effects of a Spanish-language house on L2 phonology: A longitudinal study of Spanish /b d ɡ/   

Patricia Uhl
Writing, reading, and listening comprehension in Spanish and French as foreign languages: Gender as an intersectional effect  

Johanna Stahnke, Laia Arnaus Gil, Julia Cadórniga Martínez, Amelia Jiménez-Gaspar, Elena Scalise, and Abira Sivakumar
Preverbal, postverbal and null subjects in Spanish: Comparing multilingual speaker groups and methods 

Christian Koch
Linking Turkish and Kurdish with Spanish: Exploring the role of heritage languages in the Spanish classroom 

Christoph Gabriel, Jonas Grünke, Licia López Pereyra, and Claudia Schlaak
Acquiring Spanish voiceless stops in a multilingual setting: An intervention study with German-Turkish bilinguals 

Javier Caro Reina and Ișık Akar
Exploring the potential of heritage Turkish for the acquisition of perfective and imperfective aspect in L3 Spanish

Lukas Eibensteiner
The acquisition of aspect in a Romance L3: What can tense-aspect studies contribute to current L3 transfer models?